Learning to Learn Mathematics: A Mixed Methods Action Research Study to Investigate the Effectiveness and Usefulness of a Nonacademic and Strategy Skills Intervention in Business Calculus

Authors

Kathleen Guy, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Teaching and Learning

First Advisor's Name

Emily Dare

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Joshua Ellis

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Barbara King

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Tekla Nicholas

Fourth Advisor's Committee Title

Committee Member

Keywords

adult and continuing education, educational psychology, science and mathematics education

Date of Defense

11-15-2024

Abstract

Every year, millions of students begin post-secondary education in the hopes of furthering their education, graduating with a degree, and landing a good job in the future. However, research shows that being college eligible is not the same as being college ready, and first-time students struggle with the rigors of higher education. To help students acclimate to college life, universities and colleges started offering student life skills (SLS) courses that focus on nonacademic skills and learning strategies. While research shows these courses are beneficial, they often address general concepts without tailoring them to specific subjects, making them abstract for students. One discipline which would benefit from incorporating nonacademic and strategy skills into the curriculum is mathematics, as mathematics courses are considered gateway courses for many majors and careers.

Utilizing a quasi-experimental design within an action research paradigm, this mixed methods study investigated the implementation of an educational intervention in a Business Calculus course that focused on learning to learn mathematics by helping students develop their nonacademic and mathematics strategy skills. The study investigated the effectiveness of the intervention by quantitatively measuring changes in mathematics self-efficacy, mathematics anxiety, and academic achievements for students who participated in the intervention and making comparisons with students from another section of the course. Students’ perceived usefulness of the intervention was also explored qualitatively through interviews and short reflection responses. Relationships between the effectiveness and students’ perceived usefulness of the intervention were also investigated.

Findings revealed that the students who participated in the intervention had a significant increase in mathematics self-efficacy, significant decrease in mathematics anxiety, and improved exam performance. In contrast, the comparison group only showed a significant decrease in mathematics anxiety. Students perceived the intervention as useful as it helped them become more self-regulated learners, provided them with an enjoyable and positive experience in a mathematics course, and taught them practical skills applicable to future classes or everyday life. This study advocates for a pedagogical shift in higher education mathematics curricula, emphasizing the importance of emotional and psychological learning to provide a more holistic experience for students.

Identifier

FIDC011095

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Recommended Citation

Guy, Kathleen, "Learning to Learn Mathematics: A Mixed Methods Action Research Study to Investigate the Effectiveness and Usefulness of a Nonacademic and Strategy Skills Intervention in Business Calculus" (2024). FIU Electronic Theses and Dissertations. 5291.
https://digitalcommons.fiu.edu/etd/5291